Literaturnachweis - Detailanzeige
| Autor/inn/en | Vakil, Shernavaz; Welton, Evonn N.; Ford, Bridgie A. |
|---|---|
| Titel | Citizenship and Self-Determination for Individuals with Cognitive Disabilities: The Interdependence of Social Studies and Special Education |
| Quelle | In: Action in Teacher Education, 32 (2010) 2, S.4-11 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-6620 |
| Schlagwörter | Mental Retardation; Social Studies; Special Education; Curriculum; Teacher Expectations of Students; Disabilities; Citizenship; Team Teaching; Developmentally Appropriate Practices; Self Determination; Decision Making Skills |
| Abstract | The importance of the social studies curriculum has been potentially underestimated for individuals with cognitive disabilities. Inherent in this curriculum are standards and expectations for skills with citizenship. Collaborative instruction in citizenship requires planning, understanding of diversity, authentic instruction, and an emphasis on self-determination and decision-making skills. This article discusses the interrelatedness of these concepts and methods for effective implementation in the educational setting. (As Provided). |
| Anmerkungen | Rowman & Littlefield Education. 4501 Forbes Boulevard Suite 200, Lanham, MD 20706. Tel: 800-462-6420; Tel: 717-794-3800; Fax: 800-338-4550; Fax: 717-794-3803; e-mail: custserv@rowman.com; Web site: http://www.rowmaneducation.com/Journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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